STATE NORMAL SCHOOL 


SAN DIEGO, CALIFORNIA 


UNIVERSITY OF ILLINOIS 


Seer Seen eee rt aeaewe Ge 


FPRESIDENT'S OFFICE. 


BULLETIN 


ON 


HUMANE. EDUCATION 


1906 


SACRAMENTO 
W. W. SHANNON, - - - SUPERINTENDENT STATE PRINTING 
1906 


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an UNIVERSITY OF ILLINOIS 


PRESIDENT’S OFFICE. 


BULLETIN ON HUMANE EDUCATION 


ISSUED BY THE 


STATE NORMAL SCHOOL 
OF SAN DIEGO, CAL. 


The following suggestions for a course of study in humane 
education for elementary schools have been.prepared by a com- 
mittee of the Faculty of the State Normal School of San Diego, 
California, for the purpose of aiding teachers in carrying out 
the provisions of a recent amendment to Section 1665 of the 
Political Code of California, prescribing instruction in humane 
education. 

After considerable investigation the committee found that it 
was called upon to do pioneer work in this field. So far as 
could be discovered, no course of study in humane education, 
designed especially for elementary schools, has hitherto been 
published in this country; and, as yet, no evidence is at hand 
to show that any systematic effort has been made to work out 
such a course through experimentation. This syllabus, there- 
fore, has been prepared. strictly on theoretical lines.. It,is in 
no sense empirical. No part of the course, excepting that 
bearing purely on nature study, has been attempted in our 
training school. This will perhaps sufficiently account for its 
obvious crudeness and for whatever unpedagogical features may 
be discovered in attempting to apply it in actual practice. The 
course, as has already been intimated, is intended to be sug- 
gestive and not at all prescriptive. Much is left, necessarily, 
to the originality and resourcefulness of the teacher, particu- 
larly as to methods of presentation. - In this connection it may 
be stated that if humane education is worthy of a place in the 
curriculum of the elementary schools, the methods employed 
in teaching it should not differ materially from those used in 
other subjects. 

The general purpose of humane education must be the same 
as that of the traditional branches, otherwise it should not be 


4 STATE NORMAL SCHOOL OF SAN DIEGO. 


included in an already overcrowded course of study. This 
purpose, we take it, is to contribute to the highest and most 
enduring happiness of the human race. The temporary desires 
and pleasures, of the inferior. animals ‘are .to ‘be taken ,into 
consideration, rather in view of the effect of their recognition 
‘upon human’ character, than from the standpoint of the posi- 
tive rights of the animals themselves. There is no such abstract 
principle as the “rights of animals,” even if applied to man 
himself. The doctrine of “natural rights,” as formulated by 
the eighteenth century writers, has long since been discarded. 
The only right anything possesses is the right to be useful. 
All living beings must subserve some beneficial purpose or 
finally be eliminated in the process of evolution. In the long 
run, the weak, the useless, and the harmful must perish. This 
is the inevitable law of nature. So far as man aids consciously 
in enforcing this law, for the sake of the reflex influence upon 
his own nature, it should be done mercifully. The most impor- 
tant question at this point is the interpretation of the phrase 
‘“‘beneficial purpose” as used above. To whose benefit is the 
world of nature finally to contribute? There can be but one 
‘answer. Man, standing at the head of the hierarchy of animal 
species, rightfully claims sovereignty over this great kingdom, 
‘and demands that the brute creation, as well as plants, from 
the lowest to the highest, should, in the long run, subserve his 
‘ends. This bald statement, however, is subject to modification. 
A study of biology shows such infinitesimal gaps between 
species, and even between the higher anthropoids and man, 
that no one dares positively to declare where the one ends and 
the other begins. The rule of nature is that the lower gener- 
‘ally serve the ends of the higher: Rights, then, being rela- 
‘tive, not positive, the question of useless and cruel suffering 
and destruction inflicted by the stronger upon the weaker 
forms a legitimate subject of study for the scientist and the 
“economist as well as for the poet and the sentimentalist. The 
committee holds that training in the care and uses of animals, 
to be permanent and to serve its highest purpose, must: be 
based on rational principles, derived from a correct under- 
standing of the place of the animal in the world of nature. 
The economic or utilitarian value of animals has, therefore, 
been emphasized throughout the course. The supremacy of 


a 


HUMANE EDUCATION. 5 


man is fully recognized, yet itis not permitted to become obtru- 
sive. The committee realizes that sympathy is one of the 
strongest motives in human action, especially among the 
younger children, and care has been taken to suggest topics 
for instruction and to refer to literature suitable to awaken 
and develop this powerful motive force along proper lines. 
The organization of bands of mercy and allied societies, if 
rightfully managed, may be made very profitable to this end. 
The sympathy so aroused should not be spasmodic nor over- 
wrought, but should be based upon a comprehensive knowl- 
edge of the structure, habits, and functions of animals. Cases 
of extreme cruelty and great suffering should rarely be dwelt 
upon. In short, the positive side of humanity—what ought 
to be done—rather than the negative—what ought not to be 
done—should be emphasized. Throughout the whole course 
the attempt has been made to establish this fundamental prop- 
osition, viz: that unnecessary and wanton injury or destruc- 
tion of either plants or animals is uneconomical, positively 
injurious to society, and reacts detrimentally upon the character 
of the offender. This view gives room for the introduction 
of all the instruction along esthetical, ethical, and sentimental 
lines that is justifiable in our public schools. | 

It is scarcely necessary to state, in view of the foregoing, 
that the nature-study side of humane education has been made 
prominent by the committee. Structure, function, and mode 
of life invariably form the foundation of each study. The 
syllabus has been so arranged that by correlation it can be 
used as a course in nature study, especially in schools of mixed 
erades. In order to get a working point of view some sort of 
rough classification in the study of animals is necessary. That 
adopted by the committee, being flexible, it is hoped will be 
found workable. The animals to be studied have been divided 
into three groups: (1) Pets; (2) Domestic Animals; (8) Wild 
Animals. The first two groups, of course, overlap each other, 
there being no definite line of demarcation. It is believed 
that the first group, Pets, may be studied with profit in the 
first and second grades; the second group, Domestic Animals, 
in the third, fourth, and fifth grades; and the third group, 
Wild Animals, in the sixth, seventh, and eighth grades. In 
schools of mixed grades, doubtless, the whole body of pupils 


6 STATE NORMAL SCHOOL OF SAN DIEGO. 


may be carried through the course at the same time. This 
suggested adaptation of groups to grades of course can not be 
adhered to rigidly, since much of the literature on domestic 
animals, for example, can be read intelligibly only by upper 
grade children, and children of the lower grades can study 
with profit the domestic animals, as well as pets. 

The bibliographies include only such selections as have come 
under the personal study of some member of the committee. 
They are neither inclusive nor exclusive. One class of litera- 
ture, however, the committee has endeavored to eliminate, 
namely, that kind which borders on the purely sentimental, 
whose appeal is wholly to temporary and spasmodic emotions. 
This sort of matter, unfortunately, seems to be distributed 
rather too abundantly by the humane societies and committees. 
In the preparation of this bulletin the Normal School com- 
mittee made an exhaustive study of the publications of the 
humane societies of the United States. Many of them were 
found to possess great value from an educational point of view 
and have been included in our lists. A brief special bibli- 
ography appears at the close of the syllabus on each group of 
animals, and a general list, not included in the foregoing, is 
appended at the close of the course. The initials following 
many of the poems and other selections in special bibliographies 
refer to anthologies and collections in the general bibliography 
at the end, where the key for the interpretation of these symbols 
is given. 

It appears from an examination of publications on the sub- 
ject of humane education that heretofore no recognition has 
been given to the subject of the relation of man to plant life. 
It is doubtless an open question whether or not this, techni- 
cally, comes within the domain of humane education, but 
from the view-point of practical results and the reactionary 
influence upon the student, the committee has deemed it worth 
while to introduce a few suggestions in regard to the attitude 
of humans toward ornamental flowers and shrubbery and forest 
trees. Whether or not plants are endowed with susceptibility 
to sensations need not here be considered. It is sufficient to 
know that men and women and boys and girls naturally 
admire and love flowers and trees; that any useless destruc- 
tion of these is wasteful and injurious to the lower animals 


HUMANE EDUCATION. y ( 


and to man; and that the emotions sought to be cultivated by 
humane education can be aroused by inculcating care and 
kindness toward plants as well as toward animals. A_ brief 
syllabus, with references, will, therefore, be found relating to 
flowers, ornamental trees and shrubs, and to forestry. It is 
suggested that an appropriate arrangement as to grades would 
be the study of ornamental plants,and shrubbery in connection 
with domestic animals, and of forestry in connection with wild 
animals. 

No special syllabus has been prepared on kindness to chil- 
dren, yet the committee does not by this omission intend to 
minimize the importance of such training. It is believed, how- 
ever, that kindness to one another among children has so long 
formed an essential part of the direct and indirect ethical 
training in all schools that no further elaboration of this sub- 
ject is needed. The committee would call especial attention of 
the teachers of California to the Act of the Legislature approved 
February 20, 1905, entitled “An Act regulating the employ- 
ment and hours of labor of children—prohibiting the employ- 
ment of minors under certain ages—prohibiting the employment 
of certain illiterate minors—providing for the enforcement 
hereof by the Commissioner of the Bureau of Labor Statistics, 
and providing penalties for the violation hereof.” (See School 
Law of California, to be found in every district library.) 


8 STATE NORMAL’ SCHOOL OF SAN DIEGO. 


COURSE OF STUDY. — 


GROUP I.—PETS. 


(Suitable for study in the first and second grades.) 


Specific Ends in View.—(1) To givechildren definite knowl- 
edge concerning animals that come within their experience; 
(2) To develop an appreciation of the uses of these animals; 
(3) To inculcate feelings of sympathy for animals that are 
subject to their power. | 


Suggestions.— Young children are supposed to be naturally 
destructive and inhuman. ‘These feelings are often aroused by 
observing examples of brutality and cruelty on the part of 
their elders. The emotion of sympathy is the most potent at 
this stage to secure the ends in view. This should not be over- 
worked. The underlying idea should be sympathy for the 
little, the weak, the helpless, the young. If children are nat- 
urally brutal it is the fault of the race. Itis the business of 
education to put astop to this line of development. The notion 
of “pets” should not be emphasized, but rather minimized. 
Many domestic animals are available for this study. 

All the work in these grades must be presented by the teacher 
through stories and talks or by means of pictures and drawings. 


THE CAT. 


External anatomy; habits; appreciation of kindness; fidelity; 
family life—love for offspring on part of mother, dependence 
of kittens on mother; how the mother cares for kittens—feed- 
ing, hiding them away unless kindly treated; use of the cat— 
destroys mice, rats, gophers, etc.; patience in watching for 
prey; intelligence shown by recognizing owner; anticipation 
and pleasure shown by purring on approach of friends; delight 
and gratitude displayed on receiving caresses or palatable food. 


HUMANE EDUCATION. 9 


Treatment of Cat.-—Food at regular intervals; warm corner 
by fireside and comfortable bed; friendly attitude on part of 
the members of household; nervous temperament of cats; 
susceptibility to fright; cruelty of forsaking house cats during 
vacations or on moving away; care for homeless cats; cat hos- 
pitals in cities; contagious diseases carried by cats. 


SPECIAL BIBLIOGRAPHY. 


Hunt, Viotet. The cat. Macmillan & Co. $2. (Treats of cats from all 
points of view.) 

PaTTERSON. Pussy Meow. (A very interesting story of a cat.) 

CarTER. Cat stories, retold from St. Nicholas. Century Company. 65c. 
(33 stories by various authors, nearly all interesting and profitable.) 

HINDERKOPER. The cat. 

MitztER. Our home pets. D.C. Heath & Co. 

JoHonnot. Cats and dogs. American Book Company. 


Leaflets. 

How to treat cats. Humane Education Com., 61 Westminster street, 
Providence, R. I. 40c. per hundred; 20 for 10c. (Excellent for any 
grade. ) 

Mollie White-Foot’s vacation. Ibid. 40c. per hundred; 20 for 10c. (For 
young children.) 

About poor puss. Jbid. 40c. per hundred; 20 for 10c. 

Only a cat. Ibid. 75c. per hundred; 12c. per dozen. (For any grade.) 

Thecat. Ibid. 75c. per hundred; 12c. perdozen. (A valuable little treatise 
for any grade.) 

Ourcat. Geo. T. Angell, 19 Milk street, Boston. 25c. per hundred; 24 for 10c. 

(See, also, General Bibliography, page 26.) 


THE DOG. 


(Note.—Much of this, particularly that referring to hunting dogs, is more 
appropriate for higher grades.) 


| 


External anatomy; habits; different breeds of dogs— 
pointers, hounds, spaniels, shepherd dogs, St. Bernard, etc.; 
uses of each. Shepherd dog: intelligence and bravery in 
guarding sheep; fidelity to his master; appreciation of simple 
recognition; how he drives and protects his flocks; stories of 
shepherd dogs. Pointers and other hunting dogs: glory in- 
sport; signs of pleasure in jumping about and _ barking; 
knowledge shown in approaching game by attitude, baying, or 
perfect quiet; pointing and retrieving, etc.; appreciation of 
small portion of game; difference between real sport and 
wanton cruelty such as displayed in coursing. House dogs: 
-uselessness of lap dogs and such pets; undue affection bestowed 
on pet dogs by some people; usefulness of watch dogs-—prevent 
approach of undesirable animals and persons; kindly play 


10 STATE NORMAL SCHOOL OF SAN DIEGO. 


and enjoyment of a romp; their affection and care for young 
children; faithfulness in standing by their master in every 
emergency; enjoyment in performing tricks; better perform- 
ance of duties when kindly treated. Special usefulness of 
dogs: use of dogs in war; to rescue travelers in Alps mountains; 
to draw sledges in Arctic regions, etc. General characteristics: 
fidelity, intelligence, appreciation of kindness, affection for 
humans, ‘‘man’s best friend.” Care of dogs: regular feeding; 
variety of food; provision for water, especially in towns and 
cities; clean kennels, occasionally washing with corrosive sub- 
limate; need of exercise; cruelty and danger of chaining dogs. 


SPECIAL BIBLIOGRAPHY. 


MAETERLINK. Our friend the dog. Century Mag., Jan., 1904 First essay 
in ‘‘The Double Garden.”’ (For older children.) 

Oxtvant. Bob, Son of Battle. (A powerful story of rival shepherd dogs 
in the North Country, England. For older children.) 

Brown. Rab and his friends. 

Fox, Joon Jr. The little shepherd of Kingdom Come. (A fine story of 
Kentucky mountains in which a noble shepherd dog is a prominent 
character. For teachers and older children.) 

Wisk, Joun 8S. Diomed. (A very interesting story of a hunting dog. 
For teachers and older children.) 

Lonpon, Jack. The call of the wild. (Exhibitsa splendid dog under three 
phases of civilization.) 

CarTER. Stories of brave dogs, retold from St. Nicholas. Century Com- 
pany. (24 fine stories suitable for any grade.) 

SaunpErs. Beautiful Joe. Geo. T. Angell, 19 Milk Street, Boston. Cloth, 

30c. 

OvurpA. Thedog of Flanders. 

Seton. Lives of the hunted. (Hunting dogs.) 

Lockwoop, Dr. Animal memoirs. (Suitable for grammar grades.) 

SHALER. Domesticated animals. : 

TRAINING a hunting dog. In Country Life in America, Nov., 1903. 

Davis, RicHAaRD Harpine. The bar sinister. (Story of how a scrub dog 
got on in the world and still stood by his old mother. For teachers 
and older pupils.) 

Barn LEY, Lieut. The use of dogs in war. Scribner’s Mag., June, 1905. 

SmirH, F. Hopkinson. Another dog. 

AMBULANCE dogs in warfare. Sci. Amer. Sup., Jan. 7, 1905. . 


Poems. 

CAMPBELL. Poor Dog Tray. ‘‘He constantly loved me although I was 
poor.’’ 

SoutHEy. Llewellyn and his dog. Land of Song, Vol. II, p. 105. Poetry 
for Children, p. 309. 

SpENcER, WILLIAM RoBERT. Beth Gelert. ‘‘A hound of peerless race.”’ 

Scott, HELVELLYN. (Story of a three months’ vigil of an Irish setter over 
the dead body of his master. See Sill’s ‘‘The Most Pathetic Figure in 
Story ’’; also Wordsworth’s ‘‘ Fidelity.’’) 

Brownine. Tray. (A clever satire on vivisection. ) 


HUMANE EDUCATION. the 


Leaflets. 

SmitH, AnNA Harris. MHarold’s dream. Animal Rescue League, 51 
Carver street, Boston. 40c. per hundred; 20 for 10c. (Suitable for 
little children.) 

THE dog. Humane Leaflet No. 4. Geo. T. Angell, 19 Milk street, Boston. 
25c. per hundred; 24 for 10c. (Suitable for any grade.) 

(See, also, General Bibliography, page 26.) 


BIRD PETS. 


Evils of attempting to cage wild birds, involving, usually, 
loss of singing powers; cruelty of confining them to narrow 
quarters when all outdoors is their natural habitat; lessening 
number of song birds, insectivorous birds, etc., by destroying 
bird homes or by shutting up in cages. Some birds, however, 
such as doves, pigeons, canaries, parrots, etc., may be classed 
among domestic pets. 

Study of the canary: external anatomy; singing qualities; 
dependence on food and water; cleanliness of cage suggested 
by cleanly habits of the bird itself, for example, its love for 
frequent baths. 

A similar study in regard to pigeons and parrots. 

(For bibliography, see “‘ Wild Birds,” page 20.) 


PETS IN GENERAL. 


Unnaturalness and cruelty of making pets of wild animals 
such as mice, rabbits, squirrels, wild birds, etc. HExuberant 
affection for such pets usually involves corresponding loss of 
real sympathy for the human race. 


GROUP II.—DOMESTIC ANIMALS. 
(Suitable for study in third, fourth, and fifth grades.) 


Specific Ends in View.—(1) To give pupils definite knowl- 
edge concerning a few typical domestic animals; (2) To em- 
phasize the utilitarian view of animal creation; (3) To estab- 
lish the proposition that true sympathy should be directed 
only toward what is ultimately useful to the greatest number, 


jo 
Iw 


STATE NORMAL SCHOOL OF SAN DIEGQ. 


Suggestions.—At this stage pupils have developed an idea 
of right and wrong. They can now more fully appreciate the 
fact that beneficial animals and plants must be cared for and 
treated kindly and that all that are positively harmful must 
be destroyed. They now also possess the sense of justice and 
fairness and will perceive that in the elimination of harmful 
animals only such methods are justifiable as give least pain 
and suffering to the victims. They will be able to catch a 
glimmer of the notion that the ultimate end of nature is per- 
fection—the survival of the most useful, the most beautiful, 
the best—and the reaction upon their own character will be 
beneficial. At this age, too, the altruistic view of the world 
begins to dawn upon the children. They can faintly under- 
stand that often the individual must suffer for the good of the 
race. The social rather than the selfish idea begins to be 
realized. 


THE HORSE. 


General anatomy; kinds of horses—drait, work, driving, 
saddle, racers; difference in appearance, physically and in 
nervous tension; adaptation to purposes for which used; feed— 
kinds, variety necessary as to quantity and quality depending 
upon the function of the horse; cleanliness of stables and 
animals; drainage of stables; hay loft; disposal of manure; 
room for movement, air, and rest; value of open box-stalls; 
danger and cruelty of overloading; harness and its adjustment 
to the anatomy of the animal; evils of blinders and check- 
reins—develop over-sensitiveness and affect organs of sight, 
hearing and breathing; bad driving and consequences; trotting 
down hill—effects on legs of horse; evils of working horse 
continuously and lack of Sabbatical rest; danger in overheat- 
ing a horse and allowing it to drink too abundantly of cold 
water—foundering, how prevented; care of teeth of horse; 
love of well-treated horses for master; obedience, persistence, 
patience, strength of the horse; intelligence of delivery horses 
and fire-engine horses; frequent friendships between the horse 
and the dog; treatment of horses left tied—necessity of blan- 
kets in cold weather and fiy-nets in warm weather; futility-and 
brutality of whipping or otherwise ill-treating horses; docking, 
a useless cruelty usually prohibited by State laws. 


HUMANE EDUCATION. 13 


SPECIAL BIBLIOGRAPHY. 


Lovett. Black Beauty. Geo. T. Angell, 19 Milk street, Boston. Cloth, 
30c.; paper, 10c. 

Frower. The horse. 

Poems. 

Dovaetas. Catching the colt. (In ‘‘ Friends and Helpers’’; see General 
Bibliography.) 

Taytor. The Arab and his horse. Ibid. 

Browning. How they brought the good news from Ghent to Aix. 

LonereLLow. The bell of Atri. 

Proctor, Bryan W. (Barry Cornwall). The blood horse. Bryant’s Library 
of Poetry and Song, p. 468. (Description of a Bedouin’s noble Arabian 
steed.) 

SADDLE and song; a collection of the best verse about the horse. Lippin- 
cott. Cloth, $1.50. (An excellent collection for any school library.) 


Leaflets. 
The horse humanely treated. Geo. T. Angell, 19 Milk street, Boston. lec. 
each. 
Lost on the prairie. Humane Leaflet No. 3. Ibid. 25c. per hundred; 24 
for 10c. 


The kind driver. Humane Leaflet No. 7. Ibid. 

Dove Trot’s way. Humane Education Com., 29 Exchange street, Provi- 
dence, R. I. 40c. per hundred; 20 for 10c. (For young children.) 

The care of mules. Jbid. (For olderchildren.) 

The rich poor horse and the poor rich horse. Jbid. (For grammar grades.) 

The folly of whipping. C. A. Hamlin, Syracuse, N. Y. 30c. per hundred. 
(Excellent advice as to balking horses. ) 

Facts for drivers. Jbid. (Good for older children. ) 

What is docking? John P. Haines, 10 East Twenty-second street, N. Y. 
10c. per hundred. 

How to treat a horse. M. L. Hall, 126 Ridge street, Providence, R. I. 40c. 
per hundred; 20 for 10c. (Excellent directions suitable for older 
children.) 


THE COW. 


General anatomy; breeds of cattle, such as Jersey, Holstein, 
Alderney, etc.; use of cow as a milk giver; cleanliness of cow- 
yard and of animal; cows should not be kept in crowded or 
unhealthy places; factors that tend to produce good milk—feed 
and cleanliness; pasture or dry feed must be free from such 
weeds as wild onion, etc., which contain many bacteria; variety 
of food necessary; methods of keeping milk—rinsing pails in 
boiling water, careful straining; cow must be milked at regular 
periods and must be milked dry or the milk will dry up; care 
in method of driving cows; patience of cow in standing for 
milking; treatment of calf by mother; docility of the cow if 
kindly treated; methods of dehorning cattle; ill effects of 
abuse and fright on milch cows and fattening cattle; humane 
methods of transporting cows and calves. 


14 STATE NORMAL SCHOOL OF SAN DIEGO. 


SPECIAL’ BIBLIOGRAPHY. 
Leaflets. 


Hints on the care of cows. Humane Education Com., 29 Exchange street, 
Providence, R. I. 40c. per hundred; 20 for 10c. (For older children.) 

Tuberculosis in cattle. State Board of Agriculture, Providence, R. I. Free 
of cost. (Only for teachers.) 

The cattle train. Humane Leaflet No. 4. Geo. T. Angell, 19 Milk street, 
Boston. 25c. per hundred; 24 for 10c. 

The dehorning of cattle an act of cruelty. John P. Haines, Madison avenue 
and Twenty-sixth street, New York. 40c. per hundred. (A learned 
disquisition by an English judge. Suitable for teachers only.) 


Poems. 
TROWBRIDGE. Farmyard song. 


(For other references, see General Bibliography, page 26.) 


THE SHEEP. 


General anatomy; natural habitat; uses in ancient times; 
influence on civilization; the shepherd life of former times; 
community or social life of sheep; faith in their shepherd; 
docility and obedience shown by following their leader; closing 
in together for protection from enemies or from storm; lesson 
of mutual aid to be derived from their gregarious habits; 
uses—wool, food, hides; habits as to feed; necessary to provide 
salt and plenty of water; care during cold and stormy seasons; 
moving of flocks; rate of travel; use of dogs; humane methods 
to be employed in shipping; evils of many sheep cars; effects 
of lack of water, food, and rest en route; general characteris- 
tics—docility, patience, meekness. | 


SPECIAL BIBLIOGRAPHY. 
Leaflets. 


Barrows, IsraEL C. A word for our woolly friends. Humane Education 
Com., 55 Westminster street, Providence, R. I. 40c. per hundred. _ 

THE cattle train. Humane Leaflet No. 4. Geo. T. Angell, 19 Milk street, 
Boston. 25c. per hundred; 24 for 10c. (Relates to cattle and sheep. 
For any grade. ) 

Poems. 

LoweLL, Marra Wuite. The Alpine sheep. Songs of Three Centuries, 
p. 229. (Shows mother love of animals.) 

BiakEe, Wm. Thelamb. ‘‘He is called by thy name.’’ 


DOMESTIC FOWLS—CHICKENS, GEESE, DUCKS, 
TURKEYS, ETC. 


General anatomy of each; environment in which each 
thrives best; uses—food, eggs, feathers, ornament; kinds of 
foods adapted to different species; necessity of swimming-pond 
for geese and ducks; special features of feathers—how those of 


HUMANE EDUCATION. 1D 


geese and ducks differ from chickens; proper method of pluck- 
ing feathers from live birds; care of young; mother’s love 
exhibited; teaching young to scratch for food and to swim; 
hen brooding over chickens; cleanliness of coops and general 
surroundings prevents diseases and increases production of 
eggs; special methods of cleaning coops by use of chemicals; 
methods of fattening fowls; necessity of roosts—kinds and 
height determined by study of wings and feet; clipping wings 
—how it can be done without injury; ancient use of fowls and 
other birds in predicting events. 


. SPECIAL BIBLIOGRAPHY. 
Leaflets. : 


Fowls: care and feeding. Farmers’ Bulletin No. 41. Department of Agri- 
culture, Washington, D. C. 

A few rules for the care of poultry. Humane Education Com., 61 West- 
minster street, Providence, R. I. 12 for 10 cents. 

(Various poultry journals are published that may be found useful in this 
work. See General Bibliography, page 26.) 


ORNAMENTAL PLANTS AND SHRUBBERY. 


Shade trees, rose bushes, hedges, ornamental palms and 
ferns, flowers, vines, etc.; the general structure of some of 
these; care necessary to insure healthful growth—-irrigation, 
trimming, cultivation, fertilization; proportion between those 
that live and those that die; uses—comfort, beauty; study 
of how plants grow, involving simple physiological phenom- 
ena; foolishness and wickedness of wanton destruction of 
useful plants; value of destruction of weeds and all noxious 
plants; symmetry and beauty of shade trees often spoiled by 
tying horses to them; value of school gardens in education 

Bring out the idea that plants as well as animals have their 
uses and proper environment and that it is for our good to 
study this phase of their life history. 


SPECIAL BIBLIOGRAPHY. 


BaiLey. Elementary study of plants. Macmillan. 

Hemenway. How to make school gardens. Doubleday, Page & Co. 

LounsBEery. A guide to the study of wild flowers. Frederick Stokes Co. 
(For teachers’ use.) 

CuiuTe. Our ferns and their haunts. (For teachers’ use.) 

Parsons and Buck. Wild flowers of California. Payot, Upham & Co., 
San Francisco. 

Morey. Flowers and their friends. Appleton. 

Luspsock. Flowers, fruits, and leaves. 


16 STATE NORMAL SCHOOL OF SAN DIEGO. 


Poems. 
Saxe-Houim. I wonder what the clover thinks. GN 76. 
Lops. Clover. AA 546. 
Hieernson, EK. The four-leaved clover. AA 692. 
CooLBRitH. Daisies. Poems, p. 131. 
CooxtpritH. Mariposa lily. AA 495. 
Mirruin. To the milkweed. AA 497. 
SAVAGE. Silkweed. AA 724. 
GARLAND. Wild roses. AA 656. 
Bryant. To the fringed gentian. 
Bryant. The death of the flowers. 


GROUP III.—WILD ANIMALS AND 
FOREST TREES. 


(Suitable for study in sixth, seventh, and eighth grades.) 


Specific Ends in View.—(1) To give pupils information 
concerning a few of the best known, most useful, and most 
interesting wild animals, including birds and fishes; (2) To 
emphasize the foolishness and cruelty of wholesale or useless 
slaughter of any wild animal; (3) To call particular attention 
to the esthetic, as well as to the utilitarian, uses of wild animals, 
especially of birds, as expressed in poetry, song, and pictures; 
(4) To bring out more clearly the social organizations of many 
species. i 


Suggestions.—At this point in the development of the child 
the social idea is more fully realized. Classifications into 
species, genera, families, etc., are more easily grasped and mutual 
aid as a factor in the life of the lower animals and humans 
can be more clearly perceived. This is also the age when 
genuinely esthetical emotions and ideas begin to be awakened. 
The affections of the children reach out for objects of attach- 
ment. Itis the period of the dawn of adolescence, the awaken- 
ing of the dormant spiritual nature, the “culture epoch” of 
“civilization” in the life of youth. More stress, therefore, 
should be laid upon such social types as bees, ants, wolves, 
seals, birds, etc., and upon the literature of such orders as 
birds, fishes, etc. For this purpose the bibliography of this 
group, especially of birds, is somewhat more ample than that 
of the previous groups. 


HUMANE EDUCATION. 17 


WILD ANIMALS. 


Buffalo, Elk, Deer, ete.—General anatomy; gregarious 
habits; leadership of the powerful; means of self-protection; 
almost total extermination of some of our noblest animals for 
gain; the old roaming places of these herds; methods of exter- 
mination; their value to the pioneers of civilization for food, 
clothing, and covering of shelter; the present geographical 
limitations of these animals; measures taken by the Govern- 
ment to preserve the remnants; the necessity of application 
of same methods to the protection of other wild animals; use 
and abuse of the sport of hunting animals; purposes for which 
some of the animals may properly be killed. 


Wolf, Coyote, Bear, Fox, ete.—General anatomy of this 
group; injury they do—depredations on chickens, sheepfolds, 
cattle ranches, etc.; uses of these animals-—food, clothing, aid 
in destroying gophers, rabbits, squirrels, etc.; methods of 
extermination should be humane; cruelty of certain kinds 
of traps; bad policy of placing poison in exposed spots; doubts 
about benefits of total extermination of these animals; social 
organization—leadership in wolf packs; methods of attack 
and defense. 


SPECIAL BIBLIOGRAPHY. 


Seron. Lives of the hunted. 

Seton. Wild &nimals I have met. 

Seton. Biography of a grizzly, etc. 

Wricut. Four-footed Americans. 

Kiputine. Jungle Books land II. (Suitable for younger children. ) 

RoosEvELT. Outdoor pastimes of an American hunter. Seribners. $3. 

Lonpon. Callof the wild. (Exhibits social tendencies of dogs and wolves.) 

Hornapay. The American natural history. Scribners. $3.50. (For 
teachers. ) 7 


The following excellent books by William J. Long are published by 
Ginn & Co.: 

A little brother to the bear, and other stories, Illustrated. Cloth, $1.50. 

School of the woods. Illustrated. Cloth, $1.50. 

Following the deer. Illustrated. Cloth, $1.25. (A huge buck is followed 
through the changing seasons—summer, autumn, and winter.) 

Beasts of the field. Illustrated. Cloth, $1.75. (Contains all animal stories 
of first three volumes of ‘‘ Wood Folk Series.’’) 

Wood Folk Series. All illustrated. 12mo. Cloth, 60c. each. Namely: 
Ways of wood folk.—Wilderness ways.—Secrets of the woods.— Wood 
folks at school.—A little brother to the bear. (Same as above, published 
in this edition.) 


18 STATE NORMAL SCHOOL OF SAN DIEGO. 


Poems. 
Buake. The tiger. 
Burns. Toa mouse. 
Emerson. The mountain and the squirrel. LS, I, 118. 
Browne. The hunted squirrel. LC 37. 
Cowrer. Epitaph onahare. BFV 3. 
Cowper. Reciprocal kindness. (Lion.) 
Burns. On seeing a wounded hare. SN 39. 
Taytor, Bayarp. A night with the wolf. LS, I, 55. 
SHAKESPEARE. A poor sequestered stag. In ‘‘As You Like It,’’ Act II, 
Scene 1. 


FISHES. 


General division of fishes into fresh and salt water; also 
game and food fishes; various kinds of sea fish, as barracuda, 
yellowtail, halibut, mackerel, etc.; fishing for market and for 
sport; useless destruction of fish; time of spawning; protection 
of the young. Other sea animals than fish, such as the whale, 
seal, etc.; wanton destruction of these; action of the Govern- 
ment for their protection; social life of seals; “schools” of fish; 
methods of self-defense—how whales and seals protect their 
young. Fresh-water fishes: useless waste by sportsmen; 
danger of exterminating trout, salmon, and other valuable 
fishes; Government protection of these; stocking streams and 
raising eggs; time limit for fishing should be obeyed and 
enforced; methods of fishing permitted and _ prohibited; 
methods of killing fish suddenly when removed from water; 
cruelty of certain modes of fishing; intuitive care and protec- 
tion for young exhibited by female fish. 


SPECIAL BIBLIOGRAPHY. 


CALIFORNIA game laws for 1905-06. California Fish Commission, Mills 
Building, San Francisco. 

Kiprxtine. The white seal. 

JorpDAN. Matka and Kotik. Whitaker & Ray Company, San Francisco. 
(Founded on ‘‘ The White Seal.’’) 

Jogpan. Story of the salmon. 

BuuuEn. The cruise of the Cachalot. (A very fine whaling story for older 
pupils. ) ) 

JoHonnot. Neighbors with wings and fins. American Book Company. 
(For younger children. ) 

JoRDAN and EvERMAN. American food and game fishes. Doubleday, Page 
& Co. (For teachers.) 

Leaflets. : 

A wise fish. Humane Education Com., 61 Westminster street, Providence, 
R. I. 40c. per hundred; 20 for 10c. 

The cost of a sealskin coat. Women’s Pennsylvania 8. P. C. A., 1530 Chest- 
nut street, Philadelphia. 45c. per hundred. 


HUMANE EDUCATION. 19 


WILD BIRDS. 


_ Song Birds.—Meadow lark, mocking-bird, etc.; general char- 
acteristics.and mode of life; migration; time of singing; beauty 
of song; natural foods—their aid in exterminating many pests; 
mode of nesting; comparatively small number of eggs—evil of 
destroying these; care for young; teaching young to fly; evil 
of killing for ornament or for any useless purpose; the rapid 
decimation of these feathered beauties in many localities; study 
of societies for prevention of cruelty and needless slaughter 
for gain or pleasure. 


Game Birds.—Quail, dove, grouse, pheasant, duck, etc.; 
characteristic of structure and habits; mode of flying, running, 
swimming, etc.; community life of game birds; color adapted 
for protection; hiding from enemies; use of these birds for 
sport; laws for their protection— the open and closed seasons; 
merciful modes of hunting; prevention of suffering on part of 
wounded birds; cruelty of using live birds in shooting matches 
—substitution of blue rock instead; bird life dependent upon 
preservation of eggs, guarding young, and limitations on num- 
ber slaughtered. An excellent opportunity is here afforded 
for a sensible study of efforts that are being made to preserve 
a wholesome sport and yet to prevent cruel and_ useless 
slaughter. 


Crow, Blackbird, Sparrow, Oriole, ete.—General charac- 
teristics; value of these in destroying insects and worms; 
necessity sometimes of limiting their number, but still of pre- 
serving sufficient for above purposes; migrations; gregarious 
habits. 


Eagle, Hawk, Buzzard, ete.—General anatomy—adapta- 
bility to their mode of life; usually solitary birds; value as 
scavengers, particularly the buzzard. | 


Sea Gulls.—Their beauty and usefulness as scavengers; 
capacity for long flights; social disposition. 


Birds in General.—Government control of propagation and 
‘preservation for commercial reasons; game and fish laws of the 
‘United States and of the State; methods of elimination of 
objectionable birds; general uses of birds for beauty, as song- 


20) STATE NORMAL SCHOOL OF SAN DIEGO. 


sters, aS scavengers, as pest-destroyers, for food; foolishness 
and unprofitableness of slaughtering any kind of birds for 
mere sport or for ornamentation of attire. Emphasis should 
be laid on the esthetic beauty and value of birds, their influ- 
ence on mankind in this way, and the universal recognition 
in art and literature of the esthetic side of bird life. 

For suggestions on evils of caging wild birds, see syHabus 
on pet birds, page 11. 

SPECIAL BIBLIOGRAPHY. 


BaiLtey, FtrorENcE MerRrRIAM. Handbook of birds of the Western United 
States. Houghton, Mifflin & Co. $3.50. 

MatHews. Field book of wild birds and their music. Illustrated. Put- 
nam. $2. 

WueeEvock. Birds of California. Illustrated. A.C. McClurg. $2.50. 

Keyser. In birdland. 

JoHonnot. Neighbors with wings and fins. American Book Company. 
(For small children. ) 

Morey. Everyday birds. 

Miuier. First book of birds. Houghton, Mifflin & Co. 

CHAPMAN. Bird life. Appleton. 

Duemorg. Bird homes. 

BLANCHARD. Birds that hunt and are hunted. 

Burrovucus. Birds and poets. Houghton, Mifflin & Co. 

Wricut, MABEL Oscoop. Citizen bird. $1.50. (A book for boys and girls.) 

Lone. Fowls of the air. Illustrated. Ginn & Co. $1.75. 

StickNEY and HorrMan. Bird world. Illustrated by Seton-Thompson. 
Ginn & Co. 75c. (For young people.) 

Jos, HERBERT K. Wild wings; adventures of a camera-hunter among the 
wild birds of America. Introduction by President Roosevelt. Hough- 
ton, Mifflin & Co. $3. 

KEELER. Bird notes afield. Scribners. $1.50. 

GRINNELL, EvIzAseta and JosepH. Birds of song and story. $1. 

Pye. Stories of humble friends. American Book Company. 50c. (For 
children. ) 

GRINNELLS. Stories of western birds. 50c. 

WALKER, MARGARET CouLtson. Our birds and their nestlings. American 
Book Company. 60c. (For children.) 

SEeTon-THompson and HorrMan. Bird portraits. 20 pictures by Seton; 
text by Hoffman. Ginn & Co. $1.50. 


Periodicals for Bird-Lovers. 
Bird-lore. Organ of the Audubon Societies. Macmillan. $1 per year. 
Birds and Nature. (Illustrated by color photography.) A. W. Mumford, 
publisher, Chicago. $1.50 per year. 
The Condor. Organ of the Cooper Club of California. Joseph Grinnell, 
Pasadena, Cal. 


Leaflets. 

Pamphlet containing twelve ‘‘ Educational Leaflets for Protection of Birds,’’ 
issued by National Association of Audubon Societies, 525 Manhattan 
avenue, New York. (An excellent series based on scientific facts, with 
suggestions to teachers and students. ) 


HUMANE EDUCATION. 21 


Leaflets. 

The economic value of birds (extract from report of Secretary of Agri- 
culture). Ibid. . 

Bulletins issued by the Biological Survey, Department of Agriculture, 
Washington, D.C. Free of charge: 

Bird day in the schools. 

Interstate commerce in birds and game. 
Hawks and owls. 

Some common birds. 

Food for nesting birds. 

How birds affect the orchard. ; 

How the birds serve man and how man serves the birds. California 
Audubon Society, Pasadena. Free. 

Leaflets issued by Humane Education Com., Providence, R. I. 40c. per 
hundred; 20 for 10c. (They contain much good matter): ' 

The air-gun and the birds. 
Collections. 

An appeal to every woman. 
Must we lose our birds. 
Pigeon-shooting from traps. 
The wearing of egret plumes. 
My lady’s plumes. 

The bird leaflet. Geo. T. Angell, 19 Milk street, Boston. 25c. per hundred ; 
24 for 10c. 

Petition of song birds of Massachusetts to the Great and General Court of 
Massachusetts, written by the late Senator Hoar; an exceedingly 
interesting and clever appeal in behalf of birds. Humane Leaflet No. 
2, ‘‘A Bird’s Song.’”’ Geo. T. Angell, 19 Milk street, Boston. 25c. per 
hundred; 24 for 10c. 

How the birds help the farmer. American Humane Association, Box 215, 
Providence, R. I. 40c. per hundred. 

A plea for the protection of birds. Special Bulletin No. 3, Department of 
Ornithology, University of Nebraska. 

Fashion’s cruelty and bird protection, by J. A. Allen, Ph.D. John P. 
Haines, Madison avenue and Twenty-sixth street, New York. Free. 

The State protects the wild birds; condensed information regarding 
amendments to the bird and game laws passed by the California legis- 
lature, 1905. California Audubon Society, Pasadena, Cal. (See 
Appendix, page 28.) 

Imprisonment of birds. C. A. Hamlin, Syracuse, N. Y. 20c. per hundred. 


Poems. (See key under General Bibliography, page 26.) 
Bobolink. 
Anon. The telltale. BLP. 
Frace. The O’Lincoln family. BLP 475. 
Bryant. Robert of Lincoln. BLP 477. 
Hiuyu. The bobolink. SN 153. 
CrancH. The bobolink. GN 103. 
Cardinal Bird. 
The cardinal bird. SN 230. 
GALLAGHER, W. D. The cardinal bird. (Whose song causes a hearer to 
release a caged bird.) AA 142. 
Humming-bird. 
CLARKE, KE. P. The humming-bird. SN 170. 
Siru. Our tame humming-birds. Sill’s Prose, p. 1. 


22 STATE NORMAL SCHOOL OF SAN DIEGO. 


Poems. 
Lark. 
GARLAND. The meadow-lark. AA 654, 
CootsritH. The meadow-lark. Warner Library, 16518. 
WorpswortH. Toaskylark. GT. 
SHELLEY. Toaskylark. GT. 
Tennyson. The skylark. SN 49. 


Mocking-bird. 
Hayes. The mocking-bird. AA 7651. 
Lanier. The mocking-bird. AA 437. 
Stanton. The mocking-bird. AA 623. 
VENABLE. My cat-bird. AA 366. 
KemsikE. Lament for a mocking-bird. AA 163. 
Pike. To the mocking-bird. AA. 
Wuitman. The mocking-bird. BLP 471. 


Nightingale. 
ANDERSEN, Hans. The nightingale. Prose. 
Keats. Ode toa nightingale. GT. 


Oriole. 
Fawcett. Toan oriole. GT. 


Owl. 
SHAKESPEARE. Winter. GT. 
Procror. The owl (king of night). BLP 483. 


Pewee. 
TROWBRIDGE. The pewee. SN 87. 


Pigeon. 
Wiis. The belfry pigeon. BLP 472. 


Robin. 
Bates. Robin’s secret. AA 647. 
Doane. Robin redbreast. AA 76. 
Sint. Spring twilight. The Hermitage, p. 77. 
LANGHORNE. Toaredbreast. EPC 296. 
CALDWELL. Robin’scome. SN 194. 


Sparrows. 
THAXTER, CeLtiA. Christmas in Norway. FH 189. 
THomas. The vesper sparrow. SN 158. 
Rosetti. Consider. GN. 
Hirst. The Fringilla melodia. 
Van Dyke. The song of sparrow. SN 216. 


Swallow. 
LonGFELLOW. The Emperor’s bird’s nest. EPC 295, 
CARLYLE, JANEC. Toaswallow. OS, III, 141. 
Anpros. Perseverance. BLP 477. 


Throstle. 
Larcom, L. The brown thrush. LS, I, 41. 
Van Dyke. The Veery. AA 546. 


HUMANE EDUCATION. 23 


Poems. 
Water Fowl. 

Dana. The little beach bird. SN 278. 
Harte, Bret. Toasea bird. SN 196. 
Bryant. Toa waterfowl. SN 117. 
StopparD. The albatross. AA 446. 
CoLERIDGE. The ancient mariner. 
THAXTER, CELIA. The wounded curlew. 
THAXTER, CELIA. The sand-piper. SN 209. 
THAXTER, CELIA. Wild geese. -SN 208. 
Hotrmes. My aviary (gull). SN 102-6. 
Watts, T. Ode to Mother Carey’s chicken. VA, p. 267. 


INSECTS. 


The Bee.—General anatomy; division of labor among vari- 
ous kinds of bees; study of characteristics of each kind; 
usefulness of bees as honey-makers and _ flower-fertilizers; 
social life of bees; mutual aid displayed by them; means of 
defense—sting only when threatened or attacked; domestic 
nature of honey bee; cleanliness of hive necessary for their 
prosperity; how they clean their own hives; lessons in industry, 
frugality, and cooperation to be drawn from bees; recognition 
of special qualities of bees in the world’s literature. 


Butterfly. — General anatomy; metamorphosis; gorgeous 
colors; use of high coloring. The butterfly may be taken as a 
type to illustrate protective agencies among insects and from 
which to draw lessons of correlation and interdependence of 
plant and animal life. 

In this connection other useful and interesting insects such 
as ants, crickets, grasshoppers, etc., should be studied along 
lines above suggested as time and opportunity permit; the 
lessons to be emphasized being the uses of each in the animal 
kingdom, the mode of life of each, and the wastefulness, 
cruelty, and brutality of injuring or destroying anything that 
subserves a good purpose, even if it be a microscopic insect. 


SPECIAL BIBLIOGRAPHY. 


Mor.tey. Butterflies and bees. Ginn & Co. 75c. 

Burrovueus. Birds and bees. Houghton, Mifflin & Co. 

Moriry. The honey-makers. A.C. McClurg. 

Luspspock. Ants, bees, and wasps. Appleton. 

Comstock. The ways of the six-footed. Ginn & Co. Cloth, 65c. 
BALLARD. Among the moths and butterflies. Putnam. 

ScuppER. Everyday butterflies. Houghton, Mifflin & Co. 


24 STATE NORMAL SCHOOL OF SAN DIEGO. 


MAETERLINK. The bees. 

Dickerson. Moths and butterflies. Ginn & Co. $2.00. 
Emerton. The common spiders. Ginn & Co. $1.50. 
Morey. Insect folk. Ginn & Co. 75c. 


Poems. 
SHAKESPEARE. The commonwealth of bees. (Type of a well-ordered state. ) 
Henry V, Act I, Scene II. 
Vireiu. Famous simile of the bees. Alneid, Book I, lines 430-436. 
Emerson. The humble-bee. LS, II, 15.. 
Warts. ‘‘ How doth the little busy bee.’’ PC 167. 
Tapp. The taxgatherer. SN. 
KimsBauu. The crickets. SN 303. 
CowrER. The cricket. SN 113. 
Keats. Sonnet to grasshopper and cricket. 
Hunt. Sonnet to grasshopper. SN 303. 
Stanyt. How the crickets brought good fortune. CL39. 
TAYLOR, JANE. Toa butterfly. 
THomas. The grasshopper. SN 156. 
MarkKHAM, Epwin. Little brothers of the ground. SN 313. 
Warts. Theants. PC 168. 


FROG AND TOAD. 


General anatomy; habits and mode of life; moist environ- 
ment; nocturnal animals; usefulness of these to man in 
destroying harmful insects; hibernation and preservation 
during drought; metamorphosis from egg to matured animal; 
the frog as a food product; useless waste of these in many 
places; cruelty and positive loss in unnecessarily destroying 
these animals in any stage of their development. 


SPECIAL BIBLIOGRAPHY. 


MarsHatt. The frog. Macmillan. 
Leaflet, ‘‘Professor Frog’s lecture.’”’?’ Humane Education Com., 29 Ex- 
change street, Providence, R. I. 10 cents per dozen. 


FOREST TREES. 


Distribution of varieties as regards altitude, latitude, moist- 
ure, etc.; uses for lumber, matches, furniture, etc.; effect of 
forests on rainfall, climate, moisture of the ground, etc.; use- 
less waste of vast acres through poor methods of lumbering, 
carelessness in starting forest fires, etc.; asthetical effect of 
beautiful trees and forests; work of the Government looking 
toward preservation and production of forests; forest laws; 
Arbor Day—its history and methods of observance. — 


HUMANE EDUCATION. 25 


SPECIAL BIBLIOGRAPHY. 


Roru. First book of forestry. cae 

Matuews. Familiar trees and their leaves. 

Stokes. The common trees. 

Srone and Fickert. Trees in prose and poetry. Ginn{& Co. 75c. ‘The 
best literature that has been inspired by our common trees.”’ 

‘Eeeieston. Arbor Day; its history and observance. U. 8. Department 
of Agriculture. 

Pincuor. Progress of forestry in the United States. U. S. Department 
of Agriculture, Bureau of Forestry. : 
PincHor. A primer of forestry. Parts I and II. Ibid. (Beautifully 
illustrated, containing simple descriptions easily understood by gram- 

mar-grade children.) 


Poems. . 

Bryant. Foresthymn. AA 565. 

Morris. Woodman, spare that tree. AA 82. 

CAMPBELL. The beech tree’s petition. SN 22. 

LoweEtu. The birch tree. 

Harte, Bret. The madrono. AA 407. 

LowEtu. The oak. 

Cowrer. The poplars are felled. GT. 

Sainn. The Washington sequoia. AA 629. 

MILLER, Joaquin. ‘‘ Behold this miracle, the tree.’ (Read by the author 
at opening of the Pacific Coast Forest, Fish, and Game Association 
exhibition. ) 

Hiaetnson. The snowing of the pines. GN 66. 


26 STATE NORMAL SCHOOL OF SAN DIEGO. 


GENERAL BIBLIOGRAPHY. 


The following list contains titles of anthologies, collections, 
books of a general character, etc., whose titles have not been 
quoted in full in the special bibliographies. The volumes of 
poetical selections contain much well-selected verse on many 
subjects besides those here treated, and would be valuable in 
any school library. To economize space they are referred to 
elsewhere in this syllabus by the initial letters subjoined 
below. This key is adapted from An Index to Poetry and Reci- 
tations, edited by Edith Granger (McClurg & Co., $5), itself an 
invaluable aid in finding poems on a given subject, or by a 
given author, or bearing a given title. 


Key. Poetic Anthologies. Compiler. Publisher. Price. 
AA American Anthology ---| Stedman --- ._. Houghton ____| $3 00 
BFV A Book of Famous Verse | Repplier -_--_- Houghton _.--; 1 25 
BLP New Library of Poetry 
and Boney es eesee oc Bryant eto Houghton --_-| 5 00 
CL Child Life in Verse and 
PrOsG<5 5) 6: daneeaeee Whittier ---___- Houghton _-_-| 1 00 
EPC Poetry for Children ----- baa) ae ENS 3 | Se Houghton -_--_- 80 
GN Golden Numbers---_----- Wiggin & Smith | McClure, Phil- 
lips voc eres 2 00 
LC The Listening Child .__.| Thatcher ----- Macmillan-__.| 1 25 
LS, I, 11, III | The Land of Song, 3 vols.| Shute ___-- -.-- Silver, Bur- 
dette & Co.-|__-.-- 
OS, I, IT, I1I | Open Sesame, 3 vols. -__. Bellamy & 
Good win .2-2)-Ginn <-22. 7022 ehage 
GT I,IIl | Golden Treasury of Song 
and slyrits dees 5 ae Palgrave .-.--- Macmillan-_-_--| 1 00 
rE A’ Pocketful of Posies -_-_| Abbie F. Brown |-------<<------- 1 25 
SHL Songs of Happy Life----| Sarah J. Eddy | Silver, Bur- 
(with music. ) dette & Co.-_|_-_--- 
SN Songs of Nature____----- Burroughs --.-| McClure, Phil- 
lips. tee, 1 50 
SS Saddle’and Sonp:27 25, ee eet e eee Lippincott ----| 1 50 


VA Victorian Anthology ----| Stedman -__---- Houghton _...} 2 50 


BOOKS RELATING TO ANIMALS IN GENERAL. 


Various AutTHors. About animals, retold from St. Nicholas. Century 
Company. 65c. 

Lockwoop. Animal memoirs. 

Sreton-THompson. Animal heroes, and other books by same author. 

MIvuER, OLIVE THORNE. Our home pets. 

GouLp. Mother Nature’s children. Ginn & Co. $1. (The love and care 
and mutual dependence of living things are brought out in this book.) 

Eppy. Friends and helpers. Ginn & Co. 60c. (Stories and poems about 
animals, beautifully illustrated.) 

Eppy. Songs of happy life. Silver, Burdette & Co. (A book of 73 songs 
suitable for small children, many of them very good.) 


‘ 


\ 
HUMANE EDUCATION. Me 27 


ANGELL. Prize contest recitations. Geo. T. Angell, 19 Milk street, Boston. 
Paper. (Contains collection of selections, good, bad, and indifferent, 
suitable for recitations.) 

Our gold mine at Hollyhurst. American Humane Education Society, 19 
Milk street, Boston. Paper. (A 154-page book intended to teach kind+ 
ness in story form.) 

THE protection of animals. John P. Haines, Madison avenue and Twenty- 
sixth street, New York. (Illustrated booklet.) 

DrumMonp, Henry. The monkey that would not kill. Illustrated. Dodd, 
Mead & Co. (A lively narrative of two monkeys, teaching how such 
animals appreciate kindness and resent injuries. ) 


SINGLE POEMS. 


Brown, ABBIE FARWELL. Slumber song. PP. (Represents birds, flowers, 
and butterflies as our teachers. ) 

Brown, ABBIE FARWELL. Little brothers. PP. (Brothers to birds and 
beasts. ) 

Emerson. Forbearance. Golden Numbers, p. 603. 

WorpswortH. Life lessons. Golden Numbers, p. 602. (Written in a child’s 
album. ) 

PERIODICALS. 


Our Dumb Animals. Monthly. 50c. Massachusetts 8. P. C. A., 19 Milk 
street, Boston. 

Our Animal Friends. Monthly. $1. John P. Haines, Madison avenue and 
Twenty-sixth street, New York. (Suitable for adults and older children.) 

Pets and Animals. Monthly. 50c. Home City Pub. Co., Springfield, Ohio. 
(A well-illustrated magazine for young children.) 

Our Four-footed Friends. Monthly. 50c. Animal Rescue League, 51 Carver 
street, Boston. 

MISCELLANEOUS. 


Annual reports of the Animal Rescue League, 51 Carver street, Boston. 
(Very interesting and profitable.) 

Bands of Mercy, containing suggestions to teachers. Humane Education 
Com., 29 Exchange street, Providence, R. I. 20 for 10c. 

Vivisection and dissection in schools. American Humane Association, 
Box 215, Providence, R. I. 8c. per dozen. (Contains opinions of promi- 
nent men on the subject. For teachers only.) 

LEFFINGWELL. Physiology in our public schools. N. E. Pub. Co., 3Somerset 
street, Boston. (Opinion of a physician on the subject of dissection. 
For teachers only.) 

Humane Education—What to teach and how to teach it. Humane Edu- 
cation Com., 29 Exchange street, Providence, R. I. 20 for 10c. (Merely 
suggestive. Contains no definite plans.) 

Humane Leaflets Nos. 1-8. Geo. T. Angell, 19 Milk street, Boston, Mass. 20 
for 10c. (Contain 100 selections suitable for young children. Could be 
used in Bands of Mercy.) 

An. appeal.to.teachers. C. A. Hamlin, Syracuse, N. Y. (Suggestions for 
teachers only.) 


* Note.—Many of the leaflets, etc., listed above, published by 
Humane Societies, in the judgment of the committee, appeal 
too forcibly to the sentimental emotions. They can all be 
made useful, however, if judiciously handled. 


28 STATE NORMAL SCHOOL OF SAN DIEGO. ‘ 


APPENDIX. 


GAME LAWS OF CALIFORNIA. 


For the following condensed information regarding amend- 
ments to the Bird and Game laws passed by the legislative 
session of 1905, we are indebted to the California Audubon 
Society, Pasadena, Cal.: 


Section 637a of the Penal Code has: been so amended as to. 


give protection to all wild birds excepting only the following: 
Cooper’s hawk, sharp-shinned hawk, duck hawk, great horned 
owl, bluejay, California linnet, and English sparrow. Any 
person who, in the State of California, “shall at any time hunt, 
shoot, shoot at, pursue, take, kill, or destroy, buy, sell, give 
away, or have in his possession, except upon a written permit 
from the State Board of Fish Commissioners, for the purpose 
of propagation, or for education or scientific purposes, any 
wild bird, living or dead, or any part of any dead wild bird 
(except those above named as being excluded from protection), 
or who shall rob the nest, or take, sell, or offer for sale, or 
destroy the eggs of any wild bird, other than those above 
named, is guilty of a misdemeanor,” and is liable to a heavy 
fine and imprisonment. Game birds are not included under 
this head, but are protected under other sections of the Penal 
Code. 

There are no English sparrows in southern California. All 
our native sparrows are in the protected list and must not be 
mistaken for English sparrows. : 

Bird students wishing to make collections of wild birds or 
their eggs for educational or scientific purposes must first pro- 
cure a permit from the State Board of Fish Commissioners at 
San Francisco; but only a limited number of such permits will 
be issued, and these for only a limited number of specimens, 
and those applying therefor must have suitable reeommenda- 
tion from heads of educational institutions, or be otherwise 
properly recommended. 


» A _., . HUMANE EDUCATION... 29 


Special attention is. called to the fact that the California 
condor, all the eagles, all the sea birds, the turkey buzzard. or 
vulture, and all the hawks but the three above named as be 
Reelwsied® are now protected. 

_ Under the provisions of this law, keepers of bird Haste or 
nee persons, must not buy, sell, or offer for sale Pe raeitie 
birds or other native wild birds. 

Those who wish to keep native birds in avn for study 
or propagation must procure a permit from the State Fish, 
Commission. 

All species of tree squirrels are protected at all times. So 
are the swan, pheasant, bob- -white, and other imported’ quails 
or martitdies 

The bag limit on doves is reduced to 25 birds, and these 
birds must not be sold or offered for sale. 

The open season for hunting deer has been reduced to two 
and one half months, beginning on August 1, and only two 
male deer may be taken.in one season. A number of counties 
will still further reduce the open season for deer, doves, and 
quail. 

The use of any kind of snare, or'trap, or poisonous substance 
in catching wild game is made a misdemeanor. 

Severe penalties are imposed for taking the eggs. of. quail or 
other game birds. 

The minimum fine for killing does and fawns is now $50. A 
bill was passed making the killing of an elk a felony. 

Snipe and other shore birds now have a closed season, and 
are on the no-sale list. 

Permits for taking game birds for study or propagation are 
not issued in the closed season. 

The California Audubon Society has reason to hope, and has 
made a request to that effect, that no permits be issued for the 
taking of the California vulture, or condor, or its eggs. As this 
species is almost extinct the time has come for energetic meas- 
ures to prevent its total destruction. 


Teachers should endeavor to impress the substance of this 
leaflet upon their pupils, in order that they may fully under- 
stand that legal bird-killing and egg-collecting, as it has been 
done in the past, is now at an end in California, and that the 


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3 0112 105871963 


30 | STATH NUKMAL SCUHUUL OF SAN DIEGO. . ’ 


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Audubon Society will prosecute all violations of the bird and 
game laws that come to its notice. | 

The interest: -and-.codperation of farmers’ organizations, , 
humane societies, women’s clubs, game protective associations, | 
and individuals toward preventing the further destruction of 
our wild birds and in protecting the wild game in the closed 
seasons, are urgently solicited. 

Notify your nearest game warden regarding violations. 


Respectfully submitted. 
W. F. BLISS, Chairman, 
Department of History, 


A. E. PRATT, 
Department of English, 


W. C. CRANDALL, 
Department of Biological Sciences, 


W. T. SKILLING, 
Department of Physical Sciences, 
Committee. 


State Norma ScHoon, San Diego, CAL., 
January 31, 1906. 


